Yasmine Abtahi is a part-time professor at the Faculty of Education, University of Ottawa and post-doctoral research fellow at the Université du Québec à Montréal. Her research includes work on mathematical tools and artefacts.

Michael J. Barany is a postdoctoral fellow in the Dartmouth College Society of Fellows. He recently completed his PhD in Princeton University’s Program in History of Science with a dissertation on the globalization of mathematics as an elite scholarly discipline in the mid-twentieth century. His research on the relationship between abstract knowledge and the modern world has led to articles (all available at http://mbarany.com) on such topics as dots, numbers, rigour, blackboards, basalt, bureaucracy, communism and internationalism, from the sixteenth century to the present.

Richard Barwell is Professor of Mathematics Education at the Faculty of Education, University of Ottawa. His research includes work on language, multilingualism and discourse analysis in mathematics education. He was educated in the United Kingdom before moving to Canada in 2006. Prior to his academic career, he taught mathematics in the United Kingdom and Pakistan.

Tony Brown is Professor of Mathematics Education at Manchester Metropolitan University, where he also leads research in teacher education. Brown’s work explores how contemporary theory provides new insights into educational contexts. He has written seven books including three volumes for Springer’s prestigious Mathematics Education Library series. He convenes the Manchester-based conference on Mathematics Education and Contemporary Theory.

Alf Coles is Senior Lecturer in Education (Mathematics) at the University of Bristol. He gained a research council scholarship for his PhD study that was adapted as a book: Being Alongside: For the Teaching and Learning of Mathematics (2013). His research covers early number development, creativity in learning mathematics, working on video with teachers and links between mathematics education and sustainability education. His latest book, Engaging in School Mathematics was published by Routledge in 2015.

David Corfield is Senior Lecturer in Philosophy at the University of Kent. He works in the philosophy of science and mathematics and is a co-director of the Centre for Reasoning at Kent. He is one of the three owners of the blog The n-category Café, where the implications for philosophy, mathematics and physics of the new language of higher-dimensional category theory are discussed. In 2007, Corfield published Why Do People Get Ill? (co-authored with Darian Leader), which aims to revive interest in the psychosomatic approach to medicine.

Brent Davis is Professor and Distinguished Research Chair in Mathematics Education in the Faculty of Education at the University of Calgary. He is the author of two books on pedagogy and co-author of three books on learning, teaching and research. He has served as editor of For the Learning of Mathematics (2008–2010), co-editor of JCT: Journal of Curriculum Theorizing (1995–1999), and founding co-editor of Complicity: An International Journal of Complexity and Education (2004–2007).

Simon B. Duffy received a PhD in Philosophy from the University of Sydney in 2003 after a Diplôme d’Etudes Approfondies (MPhil equivalent) in Philosophy from the Université de Paris X-Nanterre (1999). He has taught at the University of Sydney, the University of New South Wales and the University of Queensland, where he was a postdoctoral fellow in Philosophy at the Centre for the History of European Discourses. Dr Duffy is the author of Deleuze and the History of Mathematics: In Defense of the New (2013) and The Logic of Expression: Quality, Quantity and Intensity in Spinoza, Hegel and Deleuze (2006). He is editor of Virtual Mathematics: The Logic of Difference (2006), and co-editor with Sean Bowden of Badiou and Philosophy (2012). He is also translator of Albert Lautman’s Mathematics, Ideas and the Physical Real (2011).

Elizabeth de Freitas is a professor at the Education and Social Research Institute at Manchester Metropolitan University. She is the co-author of Mathematics and the Body: Material Entanglements in the Classroom (Cambridge University Press, 2014) and Alternative Theoretical Frameworks for Mathematics Education Research: Theory meets Data (2016). Her work focuses on the philosophy and history of mathematics and its implications for theories of learning and pedagogy. She is an associate editor of the journal Educational Studies in Mathematics.

Michael Harris is a professor of mathematics at the Université de Paris Diderot and Columbia University. He is the author or co-author of more than seventy mathematical books and articles and has received a number of prizes, including the Clay Research Award, which he shared in 2007 with Richard Taylor. His most recent book is Mathematics without Apologies: Portrait of a Problematic Vocation (2014).

Juliette Kennedy is Professor of Mathematics at the University of Helsinki. Her research interests include set theory and set-theoretic model theory, foundations and philosophy of mathematics, history of logic and aesthetics and art history. She has published several books including, most recently, Interpreting Gödel: Critical Essays (2014). She also co-organised the Simplicity, Ideals of Practice in Mathematics and the Arts conference in New York.

Heather Mendick is a sociologist and a former mathematics teacher who currently works as a freelance academic. She is the author of Masculinities in Mathematics (2006), the co-author of Urban Youth and Schooling (2010) and the co-editor of Mathematical Relationships in Education (2009) and Debates in Mathematics Education (2014). Her most recent research project focused on the role of celebrity in young people’s classed and gendered aspirations and was funded by the Economic and Social Research Council (www.celebyouth.org). She tweets about work, politics, darts and pop culture @helensclegel.

Ricardo Nemirovsky is Professor at Manchester Metropolitan University and a faculty member of the Education and Social Research Institute. Dr. Nemirovsky’s research focuses on informal STEM education, museum pedagogy and embodied cognition. He has acted as PI on a number of National Science Foundation grants, including projects focusing on art- science museum collaborations. He has designed numerous interactive tools and manipulatives for mathematics learning and is the author of many seminal articles pertaining to mathematics and cognition, such as the co-authored Mathematical Imagination and Embodied Cognition (2009).

Reviel Netz is the Patrick Suppes Professor of Greek Mathematics and Astronomy at the Department of Classics, Stanford University. He has written widely on Greek mathematics, and among his books are The Shaping of Deduction in Greek Mathematics: A Study in Cognitive History (Cambridge University Press, 1999) and The Archimedes Palimpsest (co-edited with W. Noel., 2011).

David Pimm is Professor Emeritus at the University of Alberta. He is the author of Speaking Mathematically (1987) and Symbols and Meanings in School Mathematics (1995) and a co-author of Developing Essential Understanding of Geometry (2012). He is a former editor of the journal For the Learning of Mathematics (1997–2003) and has written extensively on mathematics and mathematics education, drawing on both the history and the philosophy of mathematics.

Arkady Plotnitsky is Professor of English and Theory and Cultural Studies, director of the Theory and Cultural Studies Program and co-director of the Philosophy and Literature Program at Purdue University. He earned his PhD in comparative literature and literary theory from the University of Pennsylvania and his MSc in mathematics from the Leningrad (St. Petersburg) State University in Russia. He has published several books including Niels Bohr and Complementarity: An Introduction (2012), Epistemology and Probability: Bohr, Heisenberg, Schrödinger, and the Nature of Quantum-Theoretical Thinking (2009) and Complementarity: Anti-Epistemology after Bohr and Derrida (1994).

Wolff-Michael Roth is Lansdowne Professor of Applied Cognitive Science at the University of Victoria. He conducts research on how people across their lifespan know and learn mathematics and science. He is a Fellow of the American Association for the Advancement of Science, the American Educational Research Association (AERA) and the British Society. He received a Significant Contribution award from AERA and an Honorary Doctorate from the University of Ioannina, Greece.

Nathalie Sinclair is a professor in the Faculty of Education, an associate member in the Department of Mathematics and the Canada Research Chair in Tangible Mathematics Learning at Simon Fraser University. She is also the editor of Digital Experiences in Mathematics Education. She is the author of Mathematics and Beauty: Aesthetic Approaches to Teaching Children (2006), and co-author of Mathematics and the Body: Material Entanglements in the Classroom (Cambridge University Press, 2014) and Developing Essential Understanding of Geometry (2012), among other books.